Introduction 1. This report sets out ways in which access to good basic skills teaching and learning could be improved for adults with learning difficulties and/or disabilities. In the foreword to A Fresh Start, the report of the committee led by Sir Claus Moser on improving the literacy and numeracy of adults, Sir Claus acknowledged the need for further work on the needs of learners with special learning needs. "We have not been able to consider the special needs of adults with learning disabilities who wish or need to improve their basic skills. We are conscious of the important concerns at issue. In particular, there is the need to ensure that sufferers from dyslexia are helped with targeted basic skills programmes, where needed. This calls for a special study, following this report, to assess where its recommendations are appropriate and where they should be supplemented." The conclusions and recommendations that follow are a response to this call. 2. Methodology The Department for Education and Employment (DfEE) established a working group of professionals and practitioners in the field of basic skills and adults with learning difficulties and /or disabilities (see Annex 1) The working group sent out a national 'call for evidence' to provide the opportunity for everyone with an interest in basic skills and learning difficulties and/or disabilities to contribute information Working group members used their own national and regional networks to gather evidence and where possible to canvass the views of adults with learning difficulties and/or disabilities (see Annex 2) All the evidence submitted was sifted to identify the common themes reported in section one of the report 10 key recommendations were identified and agreed by the working group. Specific evidence and advice relating to disability are covered in section 2 of the report and lead to further detailed recommendations Account was taken of the government's agenda on social inclusion and partnership and the emerging national strategy for tackling adult basic skills. Some people with learning difficulties and/or disabilities will be speakers of English as a second language. The recommendations of the ESOL working group should also be taken into account for these learners. 3. The conclusions of the working group The Learning Difficulties and Disabilities working group endorses the 10 key recommendations of the strategy outlined in A Fresh Start. We believe that attention to these will also improve the opportunities for this group of learners. In addition, to meet the particular needs of adults with learning difficulties and/or disabilities who wish or need to improve their basic skills, attention must be given to: Securing an entitlement for these learners Ensuring that all teachers of basic skills understand and recognise that they must meet the particular needs of learners with disabilities or learning difficulties Ensuring that appropriate equipment, teaching materials and accommodation are available to meet learners' needs Developing and extending the basic skills curriculum to meet the needs of those adults who communicate in non standard ways and for whom the proposed standards are too high Developing a curriculum flexible enough to encourage and enable all students with different learning styles to meet the standards Ensuring that adults with learning difficulties and/or disabilities are aware of provision and able to access it. 4. The group recommends that: i) the basic skills strategy includes all learners ii) alternative ways of enabling learners to demonstrate achievement be developed iii) a flexible and coherent curriculum at pre-entry level be developed to enable learners at this level to progress towards the entry-level curriculum and increase flexibility at all other levels iv) guidance and models of good practice in key aspects of teaching, assessment and learning are developed and disseminated v) investment is made in general awareness and specialist training for teachers, support workers and others, in teaching skills to learners with disabilities and learning difficulties vi) funding is made available to improve materials and equipment for teaching and learning including Information and Learning Technology vii) funding methodologies are devised to support life-long learning and the maintenance of basic skills in ways which promote equality of opportunity viii) all relevant promotional materials clearly identify the learning opportunities available to those with disabilities or learning difficulties ix) support is provided to increase opportunities for learning within the community through statutory, voluntary and private sector organisations and partnerships. Different agencies should work together so that learning is better co-ordinated. x) quality assurance arrangements should take these recommendations into account.

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